Effective Classroom Practice

Classroom Expectations and Rules

Fact Sheet

Expectations are outcomes. Rules, sometime called behaviors are the specific criteria for meeting
expectation outcomes. Behaviors or rules identify and define concepts of acceptable behavior.

Why Clarify Classroom Expectations and Rules?

•A dependable system of rules and procedures provides structure for students and helps them be
engaged with instructional tasks. (Brophy, 1998)

•Teaching rules and routines to students at the beginning of the year and enforcing them
consistently across time increases student academic achievement and task engagement. (Evertson
& Emery, 1982; Johnson, Stoner & Green, 1996)

•Clearly stating expectations and consistently supporting them lends credibility to a teacher’s
authority. (Good & Brophy, 2000)

•Use of expectations and rules provides a guideline for students to monitor their own behavior
and they remind and motivate students to meet certain standards.

To enhance the effectiveness of classroom rules, 5 guidelines need to be considered.

Guideline: This Means: Example: Non-Example

Observable I can see it. Raise hand and wait to be Be your best.
called on.

Measurable I can count it. Bring materials. Be ready to learn.

Positively Stated I tell students what TO do. Hands and feet to self. No fighting.

Understandable The vocabulary is appropriate for Hands and feet to self. Rule for K-1:
age/grade level I teach. Maintain personal space.
*Children of this age do not have a
concept of “personal space.”

Always Applicable I am able to consistently enforce. Stay in assigned area. Remain seated until given permission
to leave.

*This would not be applicable when

students are working on certain types
of group projects.

From MO SW-PBS Effective Classroom Practices 2012-2013

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Other Considerations:
 Students can play a role in formulating classroom rules.
 Display rules prominently so they are easily seen and referred to by teacher and students.
 Classroom behavior must be taught!
 Model, teach and acknowledge student compliance of rules

References

• Brophy, J. & Evertson, C. (1976). Learning from teaching: A developmental perspective. Boston,
MA: Allyn and Bacon.
• Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.
• Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping
teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary
Teachers. Boston: Pearson Education.
• Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on
student achievement in inner-city elementary schools. Educational Research and Evaluation, 1,
36-66.
• Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.
• IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.
• Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model
with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.
• Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom
behavior. Psychology in the Schools, 44(1), 65-75.
• Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished
presentation.
• Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting
events for coercion? Behavioral Disorders, 18, 92-102.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices
in classroom management: Considerations for Research to practice. Education and Treatment
of Children, 31(3), pp. 351-380.

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